Worksheet Instructions
1. Make sure that you have enabled macros in Excel to security level Medium: Excel Window:
Tools->Options->Security->MacroSecurity->SecurityLevel->Medium->OK . Any changes that
you make to fields within the template will have an overall impact on the logic implemented in
the Visual Basic Macros. Don’t move any of the field cells, rows or columns within the template.
2. If a cell requires a numerical entry (Example: for entries that require number values such as
age), put 0 if the information is unknown or does not apply for the project or subject
3. If a cell requires a string entry (Example: fields that require hand-written text) you can enter
“NA,” if the information is unknown or does not apply for your project or that subject. ‘No’
should only be used when the rater posed the question/performed the test and acquired a negative
answer. Use ‘unsure’ if you are not certain as to whether or not the information was collected/
test was performed.
4. When drop down menus are provided, always use these menus. The fields are case sensitive,
so using the drop down menus can avoid unnecessary errors. Example: “Yes” is not the same as
“yes”!
5. When listing multiple items in the same cell, please use slashes ( / ) between items instead of
commas. The database separates fields based on commas.
6. The general health schema (worksheet #6) must be filled in for all subjects.
7. The patient health schema (worksheet #7) is for subjects who are patients with a diagnosis.
All other instructions appear as Comment balloons on the .xls!
Worksheet#1 - Project Description Schema
o Project ID: a single word or acronym which will serve to quickly identify your project. It will
be used on the file system to name directories and files, so it should be as brief but informative as
possible. It cannot contain “wild/special” characters or spaces (ie. letters and numbers only). The
only exception to this rule is the underscore “ _ “ which may be used. Example, if your project is
named “An Open-Label Pilot Study of the Effects of Acute Memantine Administration on FDGPET in Frontotemporal Dementia” the project ID might be be something like “MemFTD”
o Project Title: the full name by which your project is known to Baycrest REB. Example: “An
Open-Label Pilot Study of the Effects of Acute Memantine Administration on FDG-PET in
Frontotemporal Dementia”
o Project Running Title: can be up to 24 characters and should be in the following format:
“PIname_ProjectNameAccronym_REB#_fMRI#”. Example, if your project is named “An OpenLabel Pilot Study of the Effects of Acute Memantine Administration on FDG-PET in
Frontotemporal Dementia” and the PI’s name is T. Chow, the project ID should read something
like “ChowT_mem_REB0652_fMRI39”
o Description: detailed informs anyone accessing the database the nature of the information
collected and for what purpose. This information will be made public to all on the RRNiD home
page. Example: MRI data were collected for the purpose of coregistering to PET images.
o Keywords: hint: PubMed search for articles similar in scope to your current project can give
you commonly used MeSH terms NOTE: Do not use commas between terms as the database will
recognize them as separate entries. Please use slashes ( / ) to separate items. Example:
frontotemporal dementia/memantine
Note: If you are registering multiple projects, you may enter a second project onto the same .xls,
but as the next column to the right. You can continue entering projects to the right for an infinite
number of projects.
Worksheet #2 - Project Publications Schema
o Title: If any of the work from this project has been published, the title of said work should be
included here. Example: “An Open-Label Pilot Study of the Effects of Acute Memantine
Administration on FDG-PET in Frontotemporal Dementia” [this field may require retrospective
completion]
Note:If there are multiple publications associated with your project, include subsequent
publications in the columns to the right.
Worksheet #3 - Subjects Schema
Note:Additional subjects assigned to your project may be included in the columns to the right.
Worksheet #4 - Core Demographics Schema
Note:Additional subjects assigned to your project may be included in the columns to the right.
Worksheet #5 - External Demographics Schema
Note:Additional subjects assigned to your project may be included in the columns to the right.
Worksheet #9 - Experiment Description Schema
EXPERIMENT = A resting state or comparison or contrast of two or more imaged conditions
that results in a statistical parametric image (SPI).
EXPERIMENT CONTEXT = The purpose for which an experiment was performed, classified
by the type of effect sought. Check all that apply.
EXPERIMENT PARADIGM CLASS = The experimental task isolated by your contrast.
Typically, these paradigms have been used repeatedly by different researchers, with only minor
changes made so that the essential structure is still recognizable. They have become widely
known and accepted by brain imagers and generally have acquired informal (or formal) names.
Multiple paradigm classes may apply for a given experiment. Check all that apply
Action Observation
Subjects view images of moving
body parts
Action.Observation
Acupuncture
Subjects are stimulated with
Chinese acupuncture
Subjects view a target and are
instructed to make a saccade away
from the target (to the opposite
visual field).
Blind subjects read Braille words
with their finger(s).
Perception.Somesthesis
Anti-Saccades
Braille reading
Perception.Vision.Motion; Action.Inhibition
Perception.Somesthesis; Action.Execution;
Cognition.Language
Breath-Holding
Chewing/Swallowing
Classical Conditioning
Counting/Calculation
Cued Explicit Recognition
Subjects are presented with paired
stimuli (usually involving
presentation of an eye puff with an
auditory tone) in an attempt to
study associative learning.
Subjects count, add, subtract,
multiply, or divide various stimuli
(numbers, bars, dots, etc).
Subjects view a list of items
(words, pictures, sounds, or
abstract patterns) prior to
scanning. During scanning, probe
words are presented and subject
recall if the words are familiar or
unfamiliar.
Cognition.Attention
Cognition
Cognition.Memory.Explicit
Deception Task
Deductive Reasoning
Subjects are required to utilize
problem-solving skills and logic to
determine the correct solution;
feedback is often given.
Cognition.Reasoning
Delayed Match To
Sample
Divided auditory
Attention
Drawing,
Eating/Drinking
Encoding
Episodic Recall
Face
Monitor/Discrimination
Film Viewing
Finger Tapping
Fixation
Subjects view an item(s). After a
brief delay a probe item is
presented and subjects are asked
to recall if the probe item was
presented before the delay (during
encoding). Stimuli can be words,
pictures, or abstract patterns
During the performance of an
unrelated task, subjects
simultaneously respond to
auditory stimuli (tone or word
discrimination, with or without
distractors). Also often co-coded
with Tone Monitor/Discrimination
Subjects draw lines, circles, or
drawings using a pen or stylus
Subjects eat food (e.g., chocolate).
Cognition.Memory.Working
Subjects view stimuli (words,
pictures, letters) and are instructed
to memorize them
Subjects recall items from
episodic memory
(autobiographical history, longterm event memories). This class
is commonly used in generating a
type of emotion linked to a
specific memory. This class does
NOT include tasks which probe
semantic memory (memory of
facts or concepts) in which
subjects are asked to recall stimuli
that were memorized prior to
scanning - those are coded as
Cued Explicit Recognition.
Subjects are presented with human
faces and are instructed to view
them passively or discriminate
according to their order, gender,
location, emotion, or
appearance. If the subjects view
the faces passively, then the
experiment is NOT co-coded with
Passive Viewing.
Subjects view movie or film clips
passively or are required to make
a discrimination when the clip is
over
Subjects tap their fingers
according to a visual, auditory, or
no cue.
Subjects fixate on a visual target.
Cognition.Memory.Explicit or
Cognition.Memory.Working (depending on the
length of time until recall)
Cognition.Memory.Explicit or Emotion
Cognition.Memory.Working
Action.Execution
Perception.Gustation
Various
Various
Action.Execution
Perception.Vision; Cognition.Attention; or
Action.Preparation
Flanker task
Flashing Checkboard
Flexion/Extension
Free Word List Recall
Go/No-Go
Grasping
Imagined Movement
Imagined Objects/Scenes
Isometric Force
Mental Rotation
Micturition Task
Music
Comprehension/Produ
ction
n-back
Naming(Covert)
Naming (Overt)
Non-Painful Electrical
Stimulation
Subjects are instructed to perform
a task (often discriminating the
direction of a central arrow) while
ignoring flanking stimuli on either
side, which indicate a different
response than the central stimuli.
Subjects view a flashing
checkerboard
Subjects move (flex and extend)
their hands, arms, legs, feet, lips,
tongue, etc. Also, grasping tasks
are included in this category.
Subjects view a list of words and
after a delay are asked to freely
recall the words presented
Subjects press a button for one
type of stimuli (e.g., green light or
"X") and withhold a response for
another (e.g., red light or "Y").
Cognition.Attention
Subjects imagine performing
some movement (e.g., finger
tapping, reaching).
Subject generate vivid images of
objects, places, concepts,
hypothetical events (not in their
past), or the completion of tasks.
Subjects use their hands or fingers
to apply isometric force or
complete a precision grip task
Subjects view rotated letters,
numbers, or objects (2D or 3D)
and indicate if they are in their
normal or mirror orientation;
includes variations, but all tasks
include mental rotation of stimuli.
Action.Imagination
Subjects listen to music passively
or are asked to sing overtly
Cognition.Music
Subjects view stimuli (words,
letters, objects etc.) and are asked
to recall the stimuli viewed n
times previously
Subjects view objects (pictures,
line drawings, etc.) and name
them silently
Subjects view objects (pictures,
line drawings, etc.) and name
them aloud
Cognition.Memory.Working
Subjects are electrically
stimulated at a non-painful
threshold
Perception.Vision
Action.Execution
Cognition.Memory.Working or
Cognition.Memory.Explicit (depending on
length of delay)
Cognition.Attention; Action.Inhibition
Perception.Vision.Shape; Cognition.Space;
Cognition.Memory.Working
Action.Execution
Cognition.Space; Perception.Vision.Shape
Cognition.Language.Semantics;
Cognition.Language.Speech
Cognition.Language.Semantics;
Cognition.Language.Speech;
Action.Execution.Speech (unless motor response
is controlled for).
Perception.Somesthesis
Non-Painful Thermal
Stimulation
Oddball Discrimination
Olfactory
Monitor/Discriminatio
n
Orthographic
Monitor/Discriminatio
n
Pain
Monitor/Discriminatio
n
Paired Associate Recall
Passive Listening
Passive Viewing
Subjects experience thermal
stimulation (heat) at a non-painful
threshold
AUDITORY: Subjects listen to
tones and indicate when they hear
a target tone (oddball); the
majority of presented stimuli are
non-targets. VISUAL: Subjects
view letters or objects and indicate
when they see a target stimulus
(oddball); the majority of
presented stimuli are non-targets.
Subjects are presented with odors
and are instructed to smell them
passively or to discriminate
according to some feature
(pleasant/unpleasant, strong/weak,
same/different, etc.).
Subjects view letters passively or
discriminate according to some
feature (uppercase/lowercase,
alphabetic order, same/different
spelling of words,
vowel/consonant, font size, etc.).
Subjects experience thermal or
electrical stimulation at a painful
threshold
Subjects are shown paired stimuli
prior to the task. During the task,
subjects are shown a single stimuli
and are asked to recall the
associated pair. Stimuli may be
words, faces, objects, etc.
Subjects listen to various auditory
stimuli and make no
response. Stimuli include speech
(words, sentences), noise, tones,
etc. If the stimulus is tones, then
the experiment is co-coded with
Tone Monitor/Discrimination.
Subjects view various visual
stimuli and make no
response. Stimuli include houses,
faces, objects, fractals, letter
strings, line drawings, complex
scenes, etc. If the presented
stimuli were faces, the
experiments are co-coded with
Face Monitor/Discrimination. But
if the presented stimuli are words,
the experiments are NOT coded as
Passive Viewing but rather as
Reading (Covert).
Cognition.Attention; Also: Various
Perception.Olfaction
Cognition.Language.Orthography
Perception.Somesthesis.Pain
Cognition.Memory.Explicit
Various
Various
Phonological
Monitor/Discriminatio
n
Pitch
Monitor/Discriminatio
n
Pointing
Posner Task
Reading(Covert)
Reading(Overt)
Recitation/Repetition(Cov
ert)
Recitation/Repetition(Ove
rt)
Rest
Reward Task
Subjects view or listen to
phonemes, syllables, or words
passively or discriminate
according to some feature of their
sounds (rhyming, number of
syllables, homophones, etc.).
Subjects are presented with
various stimuli (human speech and
non-speech vocalizations, animal
vocalization, mechanical noise,
etc.) and are instructed to listen to
them passively (also co-coded
with Passive Listening), or
discriminate based on pitch
(pleasant/unpleasant,
same/different, duration,
familiar/unfamiliar, male/female).
Subjects look and point at a target
(e.g., cursor with their arm, hand,
finger, or shoulder.
Cognition.Language.Phonology
Subjects view two stimuli (boxes,
letters, etc.) and are cued by an
arrow to attend to one of the
stimuli. Subjects then discriminate
and respond (e.g., press a button
when one of the boxes is filled
with a diagonal cross, or press the
left button for an "X" and the right
button for an "O").
Subjects view words,
pseudowords, Asian characters,
phrases, or sentences and read
them silently.
Subjects view words,
pseudowords, Asian characters,
phrases, or sentences and read
them aloud.
Subjects silently repeat or recite
phonemes, words, or well-known
text (nursery rhymes, Pledge of
Allegiance, months of the year,
etc.).
Subjects repeat or recite
phonemes, words, or well-known
text (nursery rhymes, Pledge of
Allegiance, months of the year,
etc.) aloud.
Subjects rest passively with their
eyes open or closed.
Cognition.Attention
Subjects perform a task in which
correct performance is associated
with reward, often monetary
reward.
Emotion
Various
Action.Execution
Cognition.Language.Speech
Cognition.Language.Speech; Action.Execution.S
peech (unless motor response is controlled for).
Cognition.Language.Speech
Cognition.Language.Speech; Action.Execution.S
peech (unless motor response is controlled for).
Action.Execution.Rest
Saccades
Semantic
Monitor/Discriminatio
n
Social Cognition
Sequence
Recall/Learning,
Simon Task
Spatial/Location
Discrimination
Sternberg task
Stroop Task
Subjects view a target and are
instructed to make a saccade to its
location.
Perception.Vision.Motion; Action.Execution
Subjects view or listen to words
passively or discriminate
according to their meaning (real
word/pseudoword, categorization
(e.g., animal or tool),
abstract/concrete, living/nonliving, man-made/natural,
pleasant/unpleasant). For
discrimination tasks, stimuli can
also be pictures.
Cognition.Language.Semantics
Subjects learn and/or perform a
complex sequence of finger
tapping, button pressing,
pointing/clicking, or various other
motor responses.
Subjects view arrows presented in
the right or left visual field that
were pointing to the left or
right. Subjects respond via button
press as to the direction of the
arrow. In incongruent stimuli, leftpointing arrows are seen on the
right side, and vice versa.
Subjects view shapes or other
stimuli (letters, pictures, numbers,
or arrows) and discriminate
according to their location,
orientation, or size.
Subjects view a string of
letters. After a delay, a probe letter
is presented and subjects indicate
if the presented letter was in the
previously viewed group.
Subjects view color names
presented in various ink colors
and are instructed to name the
color of the ink. In incongruent
stimuli, color names and ink
colors are non-matching. Also
includes variations such as the
Counting Stroop and Emotional
Stroop.
RECALL: Cognition.Memory.Working;
LEARNING: Action.Motor Learning
Subjects viewed grammatically
correct and incorrect sentences
passively, or discriminated
Cognition.Language.Syntax
Cognition.Attention
Various
Cognition.Memory.Working
Cognition.Attention
Subjective Emotional
Picture Discrimination
Syntactic
Monitor/Discriminatio
n
Tactile
Monitor/Discriminatio
n
Task Switching
Theory of Mind Task
Tone
Monitor/Discriminatio
n
Transcranial Magnetic
Stimulation
Vibrotactile
Monitor/Discriminatio
n
Visual Disctractor/Visual
Attention
according to their grammar. This
class also includes
morphosyntactic tasks such as
gender discrimination of words.
Subjects experience
tactile/somatosensory stimulation
and are asked to attend passively
or discriminate according to some
feature (shape, texture,
same/different, frequency of
presentation, etc.) Also includes:
subjects are presented with 3dimensional objects and are asked
to manipulate them in their hands
and probe their features.
Subjects switch between
performing two different
tasks. Tasks include subjects
responding to: color or shape of
stimuli, consonants or vowels,
left- or right-pointing arrows,
greater or smaller, odd or even,
etc.
Perception.Somesthesis
Cognition.Attention
Subjects are asked to perform a
task involving the understanding
of another's personal beliefs and
feelings or forming hypotheses
regarding the mental states of
others.
Subjects are presented with tones
and are instructed to listen to them
passively (also coded as Passive
Listening) or discriminate
according to their order, timing,
pitch, frequency, or amplitude.
Subjects are stimulated with
transcranial magnetic stimulation
(TMS).
Cognition.Language and Cognition.Memory
Subjects experience vibrotactile
stimulation to the hand, finger,
arm, toe, or lip.
This category is a catch-all for
visuoattention
paradigms. Examples
include: subjects press a button
when a visual target (letters, bars,
circles, asterisks, LEDs, etc)
appears; subjects detect changes in
luminance, shape, or color of
visual stimuli; subjects fixate on a
central stimuli while ignoring
peripheral distractors. Also
Perception.Somesthesis
Perception.Audition
Perception.Somesthesis
Cognition.Attention and/or
Perception.Vision. Also: Various
Visual Pursuit/Tracking
includes cued, attention shift, and
divided attention paradigms.
Subjects view a moving target(s)
and track its movement across the
screen. Frequently, stimuli are
moving dots.
Perception.Vision.Motion
Whistling
Wisconsin Card Sorting
Test
Word Generation
(Covert),
Word Generation (Overt)
Word Stem Completion
(Covert)
Word Stem Completion
(Overt)
Subjects view playing cards and
are required to match a target card
based on 1 of 3 dimensions (color,
form, or number) presented on the
screen. Subjects receive feedback
on their response. Once a subject
has determined the correct sorting
dimension, the dimension changes
and the subject must update their
strategy to match this change.
SEMANTIC: Subjects listen to or
view nouns and silently generate
an associated verb, or subjects
view a category and silently
generate as many exemplars as
possible. ORTHOGRAPHIC: Sub
jects listen to or view a letter and
silently generate as many words as
possible that start with that
letter. PHONOLOGIC: Subjects
listen to or view a word and
silently generate words that
rhyme.
SEMANTIC: Subjects listen to or
view nouns and overtly generate
an associated verb, or subjects
view a category and overtly
generate as many exemplars as
possible. ORTHOGRAPHIC: Sub
jects listen to or view a letter and
overtly generate as many words as
possible that start with that
letter. PHONOLOGIC: Subjects
listen to or view a word and
overtly generate words that
rhyme.
Subjects view word stems and
silently generate a word that
completes the stem.
Cognition.Attention; Cognition.Reasoning
Subjects view word stems and
overtly generate a word that
completes the stem.
Cognition.Language.Phonology;
Cognition.Language.Speech;
Action.Execution.Speech (unless motor response
is controlled for).
Cognition.Language.Speech. Also,
Cognition.Language.Semantic OR
Cognition.Language.Orthography OR
Cognition.Language.Phonology
Cognition.Language.Speech;
Action.Execution.Speech (unless motor response
is controlled for). Also,
Cognition.Language.Semantic OR
Cognition.Language.Orthography
Cognition.Language.Phonology;
Cognition.Language.Speech
Writing
Subjects write letters or words
with a pen, stylus, or their finger.
Cognition.Language; Action.Execution (unless
motor response is controlled for).
EXPERIMENT BEHAVIORAL DOMAIN= The categories and subcategories of mental
operations likely to be isolated by the experimental contrast. Multiple behavioral domains may
apply for a given experiment. Check all that apply.
ACTION
The mental faculty
associated with overt
movements of the body.
The state or process of
acting or doing.
Action.Execution
The state or process of
executing an overt movement
of the body.
Action.Execution.Speech
The state or process of overtly
speaking
The faculty or act of speaking.
Action.Imagination
The state or process of
imagining an overt movement
of the body.
The faculty of imagining, or
of forming mental images or
concepts of what is not
actually present to the senses;
the action or process of
forming such images or
concepts.
Action.Inhibition
The state or process of
inhibiting an overt movement
of the body.
The conscious or unconscious
restraint of a behavioral
process, a desire, or an
impulse; any of a variety of
processes that are associated
with the gradual attenuation,
masking, and extinction of a
previously conditioned
response.
Action.Motion Learning
The state or process of
learning how to execute an
overt movement of the body.
Action.Observation
The state or process of
observing an overt movement
of the body.
An act or instance of
regarding attentively or
watching.
Action.Preparation
The state or process of
preparing for an overt
movement of the body.
The state of having been made
ready or prepared for use or
action.
Action.Rest
The state or process of resting
from overt movements of the
body.
The cessation or absence of
motion.
COGNITION
The mental faculty of
knowing, which includes
perceiving, recognizing,
conceiving, judging,
reasoning, and imagining.
The mental faculty of
knowing, which includes
perceiving, recognizing,
conceiving, judging,
reasoning, and imagining.
Cognition.Attention
The concentration of the mind
on a single object or thought,
especially one preferentially
selected from a complex, with
a view to limiting or
clarifying receptivity by
narrowing the range of
stimuli.
A concentration of the mind
on a single object or thought,
especially one preferentially
selected from a complex, with
a view to limiting or
clarifying receptivity by
narrowing the range of
stimuli.
Cognition.Language
The mental faculty associated
with a body of words and the
systems for their use common
to a people who are of the
same community or nation,
the same geographical area, or
the same cultural tradition.
A body of words and the
systems for their use common
to a people who are of the
same community or nation,
the same geographical area, or
the same cultural tradition.
Cognition.Language.Orthography
The study of writing words in
language with the proper
letters, according to accepted
usage and correct spelling.
The art of writing words with
the proper letters, according to
accepted usage; correct
spelling.
Cognition.Language.Phonology
The study of the distribution
and patterning of speech
sounds in a language and of
the tacit rules governing
pronunciation.
The study of the distribution
and patterning of speech
sounds in a language and of
the tacit rules governing
pronunciation.
Cognition.Language.Semantics
The study of meaning in
language.
The study or science of
meaning in language.
Cognition.Language.Speech
The study of expressing or
describing thoughts, feelings,
or perceptions in language,
using words.
The faculty or act of
expressing or describing
thoughts, feelings, or
perceptions by the articulation
of words.
Cognition.Language.Syntax
The study of the rules for the
formation of grammatical
sentences in language.
The study of the rules for the
formation of grammatical
sentences in a language.
Cognition.Memory
The mental faculty of
retaining and reviving facts,
events, or impressions, or of
recalling or recognizing
previous experiences.
The mental capacity or faculty
of retaining and reviving
facts, events, impressions,
etc., or of recalling or
recognizing previous
experiences.
Cognition.Memory.Working
The memory for intermediate
results that must be held
during thinking.
The memory for intermediate
results that must be held
during thinking.
Cognition.Memory.Explicit
The memory that consists of
information stored and
retrieved explicitly from the
external world. This
information is about a specific
event that has occurred at a
specific time and
place. Associations are done
with previously related stimuli
or experiences in the
formation, storage and
subsequent retrieval of these
memories.
Consists of information stored
and retrieved explicitly from
the external world. This
information is about a specific
event that has occurred at a
specific time and
place. Associations are done
with previously related stimuli
or experiences in the
formation, storage and
subsequent retrieval of these
memories.
Cognition.Memory.Implicit
The long-term memory of
skills and procedures; is often
not easily verbalized, but can
be used without consciously
thinking about it.
The long-term memory of
skills and procedures; is often
not easily verbalized, but can
be used without consciously
thinking about it.
Cognition.Music
The mental faculty associated
with the art of sound in time
that expresses ideas and
emotions in significant forms
through the elements of
rhythm, melody, harmony,
An art of sound in time that
expresses ideas and emotions
in significant forms through
the elements of rhythm,
melody, harmony, and color.
and color.
Cognition.Reasoning
The mental faculty of forming
conclusions, judgments, or
inferences from facts or
premises.
The process of forming
conclusions, judgments, or
inferences from facts or
premises.
Cognition.Soma
The mental faculty associated
with knowledge of one's body.
Cognition.Space
The mental faculty associated
with awareness of the threedimensional expanse in which
all material objects are located
and all events occur.
The unlimited or incalculably
great three-dimensional realm
or expanse in which all
material objects are located
and all events occur.
Cognition.Time
The mental faculty associated
with the system of sequential
relations that any event has to
any other as past, present, or
future.
The system of those
sequential relations that any
event has to any other, as past,
present, or future; indefinite
and continuous duration
regarded as that in which
events succeed one another.
EMOTION
The mental faculty of
experiencing an affective
state of consciousness such
as joy, sorrow, fear, hate,
etc.
An affective state of
consciousness in which joy,
sorrow, fear, hate, or the
like, is experienced, as
distinguished from cognitive
and volitional states of
consciousness.
Emotion.Anxiety
An emotion characterized by
distress or uneasiness of mind
caused by fear of danger or
misfortune.
Distress or uneasiness of mind
caused by fear of danger or
misfortune.
Emotion.Disgust
An emotion characterized by
a strong distaste, nausea, or
loathing.
A strong distaste; nausea;
loathing.
Emotion.Fear
An emotion of being afraid
aroused by distress,
impending danger, evil, pain,
A distressing emotion aroused
by impending danger, evil,
pain, etc., whether the threat
is real or imagined; the feeling
etc.
or condition of being afraid.
Emotion.Happiness
An emotion of well-being
ranging from contentment to
intense joy.
A state of well-being
characterized by emotions
ranging from contentment to
intense joy.
Emotion.Happiness.Humor
An emotion of characterized
by a comic, absurd, or
incongruous quality causing
amusement.
A comic, absurd, or
incongruous quality causing
amusement.
Emotion.Sadness
An emotion of sorrow or
mourning characterized by
unhappiness or grief.
Affected by unhappiness or
grief; sorrowful or mournful.
Emotion.Anger
An emotion of wrath or ire
characterized by displeasure
and belligerence aroused by a
wrong.
A strong feeling of
displeasure and belligerence
aroused by a wrong; wrath;
ire.
PERCEPTION
The mental faculty of
apprehending knowledge by
means of the senses.
The act or faculty of
apprehending by means of
the senses.
Perception.Audition
The sense of hearing.
The sense, ability, or power of
hearing.
Perception.Gustation
The sense of tasting.
The act or faculty of tasting.
Perception.Olfaction
The sense of smelling.
The act or process of
smelling.
Perception.Somesthesis
The sense of bodily
perception.
The faculty of bodily
perception; sensory systems
associated with the body;
includes skin senses and
proprioception.
Perception.Somesthesis.Pain
The sense of bodily
perception associated with an
unpleasant sensation
occurring in varying degrees
of severity as a consequence
An unpleasant sensation
occurring in varying degrees
of severity as a consequence
of injury, disease, or
of injury, disease, or
emotional disorder.
emotional disorder.
Perception.Vision
The sense of sight.
The act or power of sensing
with the eyes; sight.
Perception.Vision.Color
The visual perception of the
quality of an object or
substance with respect to light
reflected by the object,
usually determined visually
by measurement of hue,
saturation, and brightness of
the reflected light.
The quality of an object or
substance with respect to light
reflected by the object,
usually determined visually
by measurement of hue,
saturation, and brightness of
the reflected light; saturation
or chroma; hue.
Perception.Vision.Motion
The visual perception of the
action or process of moving or
of changing place or position.
The action or process of
moving or of changing place
or position; movement.
Perception.Vision.Shape
The visual perception of the
quality of a distinct object in
having an external surface or
outline of specific form or
figure.
The quality of a distinct object
or body in having an external
surface or outline of specific
form or figure.
INTEROCEPTION
The mental faculty
associated with sensitivity to
stimuli originating inside of
the body.
Sensitivity to stimuli
originating inside of the
body.
Interoception.Air-Hunger
The need for respiration.
Deep, rapid, and labored
breathing caused by an
increased respiratory drive
due to abnormally low blood
oxygen levels, as in severe
heart failure or asthma.
Interoception.Baroregulation
The need to regulate blood
pressure.
Interoception.Bladder
The need to eliminate urine.
Interoception.Hunger
The need for food.
A compelling need or desire
for food.
Interoception.Osmoregulation
The need for the body's cells
to maintain fluid and
electrolyte balance with their
surroundings.
The process by which cells
and simple organisms
maintain fluid and electrolyte
balance with their
surroundings.
Interoception.Sexuality
The need for sexual activity.
Concern with or interest in
sexual activity.
Interoception.Sleep
The need for the natural
suspension, complete or
partial, of consciousness.
To take the rest afforded by a
suspension of voluntary
bodily functions and the
natural suspension, complete
or partial, of consciousness;
cease being awake.
Interoception.Thermoregulation
The need for the maintenance
of a constant internal body
temperature independent of
the environmental
temperature.
Maintenance of a constant
internal body temperature
independent of the
environmental temperature.
Interoception.Thirst
The need for liquid that
causes a sensation of dryness
in the mouth and throat.
A sensation of dryness in the
mouth and throat caused by
need of liquid.
PHARMACOLOGY
The science of dealing with
the effect of drugs.
The science dealing with the
preparation, uses, and
especially the effects of
drugs.
Pharmacology.Alcohol
The science of dealing with
the effect of alcohol, a
colorless, volatile flammable
liquid synthesized or obtained
by fermentation of sugars and
starches and widely used,
either pure or denatured, as a
solvent and in drugs.
A colorless, volatile,
flammable liquid synthesized
or obtained by fermentation of
sugars and starches and
widely used, either pure or
denatured, as a solvent and in
drugs.
Pharmacology.Caffeine
Pharmacology.Capsaicin
Pharmacology.Cocaine
The science of dealing with
the effect of a colorless or
white crystalline alkaloid
extracted from coca leaves,
sometimes used as a local
anesthetic especially for the
eyes, nose, or throat and
widely used as an illicit drug
for its euphoric and
stimulating effects.
A colorless or white
crystalline alkaloid extracted
from coca leaves, sometimes
used as a local anesthetic
especially for the eyes, nose,
or throat and widely used as
an illicit drug for its euphoric
and stimulating effects.
Pharmacology.Marijuana
The science of dealing with
the effect of the dried leaves
and female flowers of the
hemp plant, used in cigarette
form as a narcotic or
hallucinogen.
The dried leaves and female
flowers of the hemp plant,
used in cigarette form as a
narcotic or hallucinogen.
Pharmacology.Methamphetamine
The science of dealing with
the effect of a central nervous
system stimulant, C10H15N,
used clinically in the
treatment of narcolepsy,
hyperkinesia, and for blood
pressure maintenance in
hypotensive states: also
widely used as an illicit drug.
A central nervous system
stimulant, C10H15N, used
clinically in the treatment of
narcolepsy, hyperkinesia, and
for blood pressure
maintenance in hypotensive
states: also widely used as an
illicit drug.
Pharmacology.Nicotine
The science of dealing with
the effect of a colorless,
poisonous alkaloid,
C10H14N2, derived from the
tobacco plant and used as an
insecticide. It is the substance
in tobacco to which smokers
can become addicted.
A colorless, poisonous
alkaloid, C10H14N2, derived
from the tobacco plant and
used as an insecticide. It is the
substance in tobacco to which
smokers can become addicted.
Pharmacology.Non-Steroidal Anti-Inflammatory
Drugs
Pharmacology.Opioids
Pharmacology.Other
Pharmacology.Phychiatric Medications
Pharmacology.Antidepressants(SNRIs,SSRIs),
The science of dealing with
the effect of a selectiveserotonin reuptake inhibitor
commonly prescribed as an
antidepressant.
A selective-serotonin reuptake
inhibitor commonly
prescribed as an
antidepressant.
Pharmacology.Antipsychotics
Pharmacology.Steroids and Hormones
Worksheet #10 - Experiment Conditions Schema
Stimulus Modality= The sensory mechanism through which the subject was stimulated. That is,
what was used to stimulate one of their five senses while they were in the scanner? Check all that
apply
Stimulus Type = A specific, physical stimulus presented to the subject during the experimental
condition. Check all that apply.
Response Modality= The sensory mechanism through which the subject makes an overt,
measurable response. Check all that apply.
Response Type= A specific, overt response made by the subject during the experimental
condition. Does not include imagined movement, silent speech, or other covert responses. Check
all that apply.
Instruction Type = An explicit direction that guides the behavior of the subject during the
experimental conditions. Formulated as a command. If a subject was instructed to read words
aloud, the instruction is "Read" and the response type is "Speech"; rather than "Speak" as the
instruction. Check all that apply.
Worksheet #11 - External Variables Schema
External variables= Any non-imaging measurement (behavioral, physiological, etc.) acquired
during imaging. Check all that apply.